Language Assessment

In Davis School District all our level 4, 5, & AP students (and many level 3 students) take the STAMP assessment each March. The data helps us ensure our curriculum is the best it can be, and we can also use it to help students make informed decisions about future placement and AP testing.  


The STAMP assesses the following modes of communication:  

  • Presentational Speaking

  • Presentational Writing

  • Interpretive Reading and Listening


Parent letter for STAMP assessment results.

The AAPPL assessment is administered to most of our Dual Language Immersion students each May.  


The AAPPL Measure assesses the following modes of communication:

  • Interpersonal Listening/Speaking

  • Presentational Writing

  • Interpretive Reading and Listening

It is state law that up to two years of credit can be issued for students demonstrating poficiency in a content area.  In the world languages department, students can earn up to two years of WL credit by demonstrating proficiency using the STAMP assessment. Click above to learn more.  

Twice yearly, all level 1, 2, & 3 students in Davis District take "common writing assessments".  They are "common" because all students at each level take the same assessment, and we are then able to use the data to track student program, program strength, and curriculum effectiveness across the district.  


Students are given a prompt to write to and teachers then rate each writing sample.  The ratings are normed at the district offices and data is kept for teacher, school, and district use.   


Sample prompts are available here along with student writing samples.   

Why do we assess language proficiency?


Our logo says it all.  In Davis District, our language programs focus on PROFICIENCY. 

A student’s ability to engage in conversation, understand written or spoken text, and present information orally or in writing is developed over a number of years of learning a language. Each person is unique, and even in immersion programs, not all students attain the same level of proficiency in the same period of time. However, all students should be able to increase their proficiency each year if they are in a high-quality language program taught by a fluent and capable teacher. So, assessing language proficiency is a critical component of program evaluation. An even more important reason to assess language proficiency is to provide students with accurate feedback on their developing abilities in the language. Research has shown that students are more likely to continue with their language studies when they are aware that they are making proficiency gains.  Jahner, David. "Beyond Requirements: Why do students continue with language study." Aug. 2012. PDF file. 


How can we assess proficiency?  
There are a number of valid instruments available for assessing language proficiency and performance. In Davis District,  we use a variety of assessments, including:

  • Oral Proficiency Interviews (modified for classroom use)

  • Common Written Assessments, administered twice yearly to all secondary level 1-3 students

  • The Standards-based Measurement of Proficiency (STAMP) offered through Avant Assessment, administered annually to all level 4, 5, & A students

  • The ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL) Measure, administered annually fto all DLI/immersion students


What about the Data?

Data from the AAPPL, STAMP, and Common Written Assessments is collected and used to analyze our programs, curriculum strength, and to demonstrate student growth.  Measuring student growth is a critical part of our SLOs (Student Learning Outcomes) which are required by state law.  (SB64)


What formative assessments do we use?
In addition to these performance and proficiency assessments, there is an array of assessments that accompany each of our units.  These include presentational writing assessments, presentational speaking assessments, and interpersonal speaking assessments.  Samples of these formative assessments can be requested.